Message from the Principal



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Message from the Principal

Dear Parents and Students,


The focus of the High School at AISE is to teach our students to be dynamic and thoughtful problem solvers, to prepare them for college or university studies, and to develop honest, compassionate, and caring citizens of the 21st century international community.
With that said, it is extremely important that you—the student—with the help of your parents, plan your academic future carefully and thoughtfully. This Program of Studies booklet will help you put together a rigorous, academically challenging schedule for next year. Everything from graduation requirements to course descriptions is listed for your convenience. Please take the time to review your decisions with your parents, teachers, and counselor.
Good luck in your academic endeavors.
Respectfully,

Steve Spannring


High School Principal

Message from the Counseling Office

Dear Parents and Students,


Hello and welcome to AISE. High school can be an interesting, exciting time in your life. You have the chance to learn and grow as a student, and challenge yourself in the many opportunities offered at school, both in and out of the classroom. It is our belief that you should take the highest level course that, with hard work and commitment, will allow you to be successful. Keep these thoughts in mind when choosing a course:


  1. What career aspirations do I have? What does my dream job look like? What are my interests and skills now?

  2. Which post-secondary options are open to me? Is it possible that I may attend a school outside of Egypt? What are the admission requirements for the schools I might attend? How does this influence what I need while here at AISE?

  3. Am I aware of graduation requirements here at AISE, and am I taking the courses that will allow me to graduate and enter the post-secondary school of my choice?

The choice of which class the student will attend, and the instructor of this class, is entirely the responsibility of the school and the counseling department. We will not make any changes to a student’s schedule based on preference for teacher or a preference for a certain class.


If you have any questions about this process please contact the counseling department at any time.

Counseling Department at AISE



AISE School Mission Statement
The American International School in Egypt (AISE) provides a comprehensive and rigorous American and international education that fosters informed and engaged local, regional and global citizenship. We inspire students to be lifelong learners who contribute positively within a diverse and changing world.

American High School Diploma (Graduation Requirements)

What are the Graduation Requirements for an AISE student?


The American International School in Egypt (AISE) requires a minimum of 26 high school units of credit taken in eight semesters in grades 9-12.The courses listed below are required. A class which meets the equivalent of five periods per seven day cycle for one academic year earns one credit
Students must have at least a C average (2.0) cumulative to graduate.
CREDITS
English (includes Effective Speaking and Writing) 4-5 credits*

Mathematics 4 credits**

Science (Physical Science, Biology, and two additional course) 4 credits

Social Studies (World History I; World History II; either U.S. History 4 credits

OR Modern Egyptian Culture; and one additional Social Studies elective)

Physical Education/Health 1 credit***

Art (Visual or Performing) 1 credit

Language (Arabic, French or Arabic as a Foreign Language) 4 credits


Electives 5-6 credits

* A student may be exempt from ESW. Conditions apply.

**The 4th credit only may be selected from either Math courses or Math approved Technology Courses (either Business Computing or Computer Programming and Robotics). Please note that while Business Computing and Computer Programming and Robotics fulfill our graduation requirements for math credit, not all universities recognize them as math courses.

***All Grade 9 students must take a PE class and one elective in either Art (Visual or Performing),

Technology or Language.



IB (International Baccalaureate) Diploma

What is the Diploma Program?

The IB Diploma Program (DP) is an academically challenging and balanced program of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The program, has gained recognition and respect from the world’s leading universities


The Diploma Program prepares students for effective participation in a rapidly evolving and increasingly global society as they:


  • develop physically, intellectually, emotionally and ethically

  • acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups

  • develop the skills and a positive attitude toward learning that will prepare them for higher education

  • study at least two languages and increase understanding of cultures, including their own

  • make connections across traditional academic disciplines and explore the nature of knowledge through the program’s unique theory of knowledge course

  • undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay

  • enhance their personal and interpersonal development through creativity, action and service


IB Core Requirements

 The three core requirements are:


Extended essay

The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.


Theory of Knowledge (TOK)
The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives

Creativity, Action, Service (CAS)


Participation in the school’s CAS program encourages students to be involved in artistic pursuits, and sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

IBO Learner Profile


The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.


Knowledgeable

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.


Thinkers

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.


Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.


Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.


Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.


Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.


Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.


Balanced

We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.


Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses.




American Diploma Program of Studies
English Program of Studies


Grade 9 English
Required


Grade 9 English is a mandatory high school English course. Students identify and explain literary terms in their own writing and in their analysis of significant literary works. Students meet increased requirements for research and use print, electronic databases, online resources, and MLA style to cite reference sources. Students also distinguish between reliable and questionable Internet sources. Students read and analyze a wide variety of literary genres such as short stories, novels, plays and epics. Students will read Romeo and Juliet, The Odyssey and mythology. In addition, students demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in both writing and speaking. By the end of Grade 9 English, students should be confident in writing 800-1,000 word essays.





Grade 9 Honors English
Prerequisites: Department decision by essay, teacher recommendation GPA, and MAP score

In Grade 9 Honors English, students meet the same standards as those of Grade 9 English but examine and begin to analyze a greater variety of literary works. Students read and respond to more complex fiction and nonfiction selections, including both contemporary and classical literary selections. They are expected to demonstrate greater independent initiative when reading texts and when expressing ideas in class discussions as well as in their assignments. Students read and analyze a wide variety of literary genres such as short stories, novels, plays and epics. Students read Romeo and Juliet, The Odyssey and mythology. English 9 Honors requires greater mastery in terms of critical reading, thinking and written analysis. By the end of Grade 9 Honors English, students should be confident in writing 800-1,000 word essays.



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